“Facilitating learning does involve a complex organization of processes and resources including people, materials, settings, and so on. But facilitating learning puts the emphasis on the learners and their interests and abilities (or disabilities), rather than on an outside entity identifying and defining the “problem” to be solved.”(Januszewski & Molenda, 2008)
Facilitating learning uses the following “isms”, and many of the famous researchers of each; Behaviorism, Cognitivism, and Constructivism. Each makes a good argument for learning, but seem to fall short when on its own. The Eclectic view, and the way I have always preferred to look at things, takes a little from each to create a new whole. The behaviorist perspective seems to work best on the lower level learner, while the cognitivist perspective works well with the learner between high knowledge levels and low knowledge levels. The constructivist perspective seems to work well with higher functioning students or students with more desire to learn, or who have a greater aptitude for that particular subject. As stated in the text not all learning is formal learning so some of this is done because the students want to know more. Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Improving Performance, Chapter 3
Keith
Improving Performance
There are many facets to this simple term. We need to take into account things like; hard technology (equipment) versus soft technology (design), as well as industry versus education. As Hanshuk stated, in 1986, “For K-12 education, student achievement is a function of “the cumulative inputs of family, peers or other students, and schools and teachers. These inputs also interact with each other and with the innate abilities...of the student” (p. 1155)(Januszewski & Molenda, 2008)
One needs to decide if they are improving work place performance or educational performance as a first step, and then they can begin to figure out if they are trying to increase proficiency or productivity. Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Creating, Chapter 4
Charles
Creating begins with a spark or idea which can have different degrees of acceptance or forward motion. The final product deservingly receives the most attention, but the process must be viewed in its entirety. Creation involving technology often involves substantial changes with various degrees of influence associated with time frames. The quantitative analysis of the impact shows a undeniable change in thinking, products, and other measurable variables. Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Using, Chapter 5
Charles
Using as an action verb which refers to the process or actions undertaken by responsible parties to extend knowledge beyond one individual and into the collected consciousness and awareness of many. It is encompasses but not limited to the acquisition of resources, distribution of resources, implementation of the plan, and necessary follow-up. Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Managing, Chapter 6
Evonie
When thinking of managing as it relates to educational technology, it is the role of managing things that impact the entire educational culture. This means that when managing in educational technology within an educational organization must carry out many responsibilities such as improving educational effectiveness, identifying and selecting leaders, performing these challenges by optimizing performance and transferring knowledge across a culturally diverse arena (Januszewski & Molenda, 2008). Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Ethical Considerations, Chapter 11
Evonie
Ethical considerations in educational technology ensure that things are suitability for and compatibility with their intended purposes. Some of the ethical considerations include that educational technology promote current and sound professional practices in the use of technology in education., sound professional procedures for evaluation and selection of materials and equipment, researchers and practitioners to protect individuals from conditions harmful to health and safety, the avoidance of content that promotes gender, ethnic, racial or religious stereotypes, and it encourages the development of programs and media that emphasize the diversity of our society as a multicultural community (Januszewski & Molenda, 2008). Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Processes, Chapter 7
Evonie, Charles, Bryan"Keith"
Processes when applied to educational technology are the complementary parts which provide the growth and spread of information to mass numbers of people in the most effective manner. When referring to processes, it is important to know that this includes the non technology that could be used in planning and implementing instruction. This includes the daily decision-making processes of teachers.
Resources, Chapter 8
Evonie, Charles, Bryan"Keith"
Resources are not limited to concrete items such as hardware, but abstract items such as ideas and inspiration, such as videos, pictures, audio, etc. They are the building blocks and foundation to learning.
Home
Facilitating learning uses the following “isms”, and many of the famous researchers of each; Behaviorism, Cognitivism, and Constructivism. Each makes a good argument for learning, but seem to fall short when on its own. The Eclectic view, and the way I have always preferred to look at things, takes a little from each to create a new whole. The behaviorist perspective seems to work best on the lower level learner, while the cognitivist perspective works well with the learner between high knowledge levels and low knowledge levels. The constructivist perspective seems to work well with higher functioning students or students with more desire to learn, or who have a greater aptitude for that particular subject. As stated in the text not all learning is formal learning so some of this is done because the students want to know more.
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
There are many facets to this simple term. We need to take into account things like; hard technology (equipment) versus soft technology (design), as well as industry versus education. As Hanshuk stated, in 1986, “For K-12 education, student achievement is a function of “the cumulative inputs of family, peers or other students, and schools and teachers. These inputs also interact with each other and with the innate abilities...of the student” (p. 1155)(Januszewski & Molenda, 2008)
One needs to decide if they are improving work place performance or educational performance as a first step, and then they can begin to figure out if they are trying to increase proficiency or productivity.
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.
materials and equipment, researchers and practitioners to protect individuals from conditions harmful to health and safety, the avoidance of content that promotes gender, ethnic, racial or religious stereotypes, and it encourages the development of programs and media that emphasize the diversity of our society as a multicultural community (Januszewski & Molenda, 2008).
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge.